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Saved by 200 people (-16 private), first by anonymouse user on 2007-03-15


Public Comment

on 2008-04-21 by nkilkenny

Interesting! A company is offering 'policing' services that promise to help curb gaming /electronic use in the home. The system can shot off access to electronic media in a home. It also allows kids/families to get credits to turn the media back on. Talk about paying someone to guard a cookie jar.

Public Sticky notes

Our intelligence tends to produce technological and social change at a rate faster than our institutions and emotions can cope with. . . . Innovation is cumulative and the rate of change accelerates. We therefore find ourselves continually trying to accommodate new realities within inappropriate existing institutions, and trying to think about those new realities in traditional but sometimes dangerously irrelevant terms. - Gwynne Dyer, War, p. 441

Highlighted by ronhoutman

  • Video - Did You Know? 4.0
  • We trust you with the children but not the Internet
  • Don’t teach your kids this stuff. Please?
  • Help wanted: Model 21st century schools
  • NECC - Effective leadership in an era of disruptive innovation

    • Highlighted by feldbergs

    the decisions of their local school districts (hat tip to The Science Goddess). The term ‘well-connected’ refers to parents’ abilities to use online tools to communicate and mobilize (rather than to their connections to people with power).

    Highlighted by drader

    1. Start creating your presentations in widescreen format

    I hadn’t really thought about the fact that most laptops ARE now shipping with wide screens to accommodate widescreen video and movie formats. So why not start creating any new PowerPoint slide decks that you make in widescreen format? Makes sense to me! As Wendy notes:

    Highlighted by andyhoward4

    In our eagerness to share our nearly-palpable glee and excitement, we often struggle to adequately answer the “So what?” question in ways that are substantive and meaningful to the average teacher or administrator.

    Highlighted by ssedro

    This is the blog of Dr. Scott McLeod, coordinator of the Educational Administration program at Iowa State University and director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE).

    Highlighted by nuithansgen

    Can a computer lecture better than a human?

    Highlighted by peen0002

    I believe that an emphasis on pilot testing, experimentation, and identification of both mainstream educator use(s) and optimal training mechanisms before introduction to other educators often would help us quite a bit.

    Highlighted by trailrunnr

    on 2008-06-25 by trailrunnr

    This is so true. Truly, in any work or learning environment it seems best to pilot an experience prior to sharing with everyone.

    believe that an emphasis on pilot testing, experimentation, and identification of both mainstream educator use(s) and optimal training mechanisms before introduction to other educators often would help us quite a bit.

    Highlighted by trailrunnr

    We have to note the clustering effects of the global economy (the ‘centrifugal force’), not just the spread (the ‘centripetal force’).

    Highlighted by jimfolk

    The second, less obvious side to globalization is the tendency for higher-level economic activities such as innovation, design, finance, and media to cluster in a relatively small number of locations‘ (p. 19).

    Highlighted by jimfolk

    Whether we’re librarians, teachers, administrators, or professors – or newspaper journalists, television producers, radio broadcasters, or magazine publishers – or travel agents, stockbrokers, medical professionals, or postal service workers, I think we need to be more uneasy.

    Highlighted by mikemcilveen

    So what do I tell the rural school leaders with whom I’ll be working? They’re already in communities that are struggling to survive. Do I tell them that, because they live in Florida’s ‘huge valleys,’ that their schools and communities are basically doomed?

    Highlighted by jimfolk

    Thanks to a few last-minute folks, our grand total is 246. Participants are busy

    Highlighted by andyhoward4

  • It has the ability to shut off families’ electronic media (television, computer, cell phone, etc.). [I’m not clear how it does this]
  • Parents sign up for the service for their wayward children who’d rather play than do schoolwork.
  • If a kid tries to play a game or watch TV, he is told "Sorry, you cannot run game, go online, turn on TV, or use phone until math questions are answered."
  • Kid does math problems and earns time credits for use of electronic media.
  • “Both parent and child happy.”

    • Highlighted by nkilkenny

    What Carr describes and is most worried about, how we "skim" an

    Highlighted by mipossum

    is, indeed, making us smarter as we re-discover new ways to learn.

    Highlighted by mipossum

    [W]e need to make “The Shift.” The Shift: to classrooms that are not solely teacher-centric, with the teacher as lone disseminator of knowledge and the children in the awe-stricken and lesser role of recipients of the knowledge. The Shift: where the teacher sometimes has the central role when he or she explains and coaches and elaborates on work to be done … but not always. The Shift: where the learners sometimes have the central role, either individually or in groups. The Shift: where the roles of teacher and learner are fuzzy; sometimes the teacher learns from the students; sometimes the students learn from one another; and, yes, sometimes the students learn from the teacher. The Shift: where sometimes it’s hard to know who has the central role, where activities are buzzing along, learning is happening, dynamics are shifting, and no one is “looking up” to anyone as the sole source of knowledge.

    Highlighted by cleiden

    Nothing jumpstarts The Shift quite like 1–to-1. Because when every student in the room has a [laptop], he or she does not have to look “up” to the teacher for resources or ideas - the student has resources at his or her fingertips. There is no distribution or retrieval of materials, no sole purveyor of information, and no firm start or stop to learning because it can continue beyond the classroom into the library, or home, or anywhere.

    Some find The Shift dangerous. And in a way, it is. It’s dangerous to the educator who controls

    Highlighted by cleiden

    the classroom with an iron fist and wants all the answers on the test

    Highlighted by cleiden

    to be things he or she said in class, repeated word-for-word. It’s dangerous to educators who have assigned the same report on Gandhi over the past 20 years and haven’t started to require synthesis or analysis of information. It’s dangerous to teachers who physically stay in one place – the front of the classroom – and move only to write on the chalkboard or whiteboard. It’s dangerous to educators who don’t want anyone to “read ahead” or to “think ahead.”

    Highlighted by cleiden

    It’s dangerous to educators who view themselves as the most knowledgeable person in the room and are personally invested in staying that way. It’s dangerous to teachers who haven’t paid attention to their unengaged students and keep covering the material anyway, they way they think it ought to be covered, believing students should adapt to their approach.

    Highlighted by cleiden